Professional Documents
Culture Documents
Introduction 1
Acknowledgements
This material has been developed in collaboration with the Early Years
Interboard Group.
Understanding the Foundation Stage
Introduction
The Foundation Stage
Years 1 & 2 in the primary school
The purpose of this guidance is to provide information related to good
practice in the Foundation Stage. It outlines the approach to learning,
teaching and assessment and should be used to support the review,
development and improvement of existing provision and practice.
Understanding the Foundation Stage
The Programme of Study (1996) stated that Key • providing opportunities for them to learn in a
Stage 1 teachers should: practical way;
Therefore:
Understanding the Foundation Stage
• providing a wide range of opportunities for Key Stages 1 and 2 – The Northern Ireland
developing movement and manipulative skills; Curriculum Programmes of Study and
Attainment Targets (DENI:1996).
• developing their natural curiosity and
stimulating their imagination; This guidance should be used in conjunction with
the Northern Ireland Curriculum and:
• providing opportunities for exploration, Together Towards Improvement (ETI, 2003)
investigation, problem solving and decision Continuous Improvement through
making; Self-evaluation (ETI, 2003)
The Reflective Teacher (ETI, 2006)
• developing the fundamental skills of
literacy, numeracy and oral communication,
both through direct teaching and by the
opportunities provided by other subjects and
activities;
Understanding the Foundation Stage
Understanding the Foundation Stage
Understanding the Foundation Stage
• Learning Partnerships
Understanding the Foundation Stage
The distinctive ethos of a setting is influenced • sensitive to the uniqueness of each child;
strongly by the relationships within it. A culture of
mutual respect is based on open communication • willing to seek support from parents and other
and positive relationships, with each individual professionals where necessary;
participating as a team member.
Positive relationships with children enable the
Meetings between teachers and classroom development of independence, self-assertion
assistants enable effective planning, give time to and positive self-image. It is important that adults
reflect and provide opportunities to consult on have realistic expectations of children and avoid
current issues. Self-evaluation through review of comparisons or inappropriate competitiveness.
practice contributes to constant improvement
and focuses on quality. See Together Towards
Improvement section 1 (ETI:2003).
Learning Partnerships
Parents/carers
Parents/carers are children’s first educators and fun. Parents/carers can also be encouraged
and learning at home happens in a natural and to spend time talking with their children and
informal way. It is essential that there is open involving them in everyday experiences.
communication between school and home which
is based on shared understanding and mutual Working in Partnership with other Professionals
respect. To allow for the exchange of information, it is
important that good relationships are established
Home/school learning packs can help parents/ with members of the community and other
carers support children’s learning development agencies that contribute to the child’s all round
within the home. Any activities which are to be development for example, health visitor, speech
shared at home should be practical, enjoyable therapist and educational psychologist.
Understanding the Foundation Stage
Understanding the Foundation Stage
Understanding the Foundation Stage
Planning
Learning
Improvement Questioning Intentions
Questioning
Questioning
Learning, Teaching
Feedback Input
& Assessment Cycle
Self Success
Evaluation
Questioning
Criteria
Learning
Activity
10
Understanding the Foundation Stage
Plans are not an end in themselves, rather it is • ensure that children experience a broad and
the process of planning that is important. This balanced curriculum with all areas of learning
process allows teachers and classroom assistants being given appropriate emphasis;
to think and talk about what and how children
should learn and also how they can create a • outline the knowledge, skills and concepts and
successful learning environment to promote this. the progression expected, within each area of
learning;
It also ensures that teachers and classroom
assistants have a clear idea of how they might • include seasonal and festive and other
support this learning through their participation planned events that occur during the year; and
in activities which are interesting, varied and
show progression. • inform medium-term planning.
Short-term plans
Short-term plans should take account of the
children’s individual needs and be responsive
to their ideas and spontaneous play. There
should be enough detail to inform teachers and
classroom assistants on a daily basis to ensure
that the best use is being made of time, space
and resources. An evaluation of the planning for
11
Understanding the Foundation Stage
12
Understanding the Foundation Stage
13
Understanding the Foundation Stage
• reflect on any aspects of provision where Observations may include evidence of the child’s:
children have experienced difficulties, or
where they need more time or additional • use of language in a range of situations;
resources/opportunities; and • ability to problem-solve and make decisions or
• respond appropriately by deciding what demonstrate thinking skills;
needs to be planned next for children to • level of involvement and concentration during
make progress and build on their previous activities;
experiences.
• willingness to investigate and be creative;
Well-planned, regular and skillful observations
help teachers gain a more accurate picture of the • use of resources in an imaginative way;
progress each child is making across the whole
• desire to plan his/her activities;
curriculum. This in turn allows the teacher to plan
a more relevant programme which will ensure • level of self-awareness and self-confidence;
that all children’s needs are being met.
• ability to manage emotions and feelings; and
What to observe
• ability to work with others.
There are two aspects to consider during any
observation. How to plan for observations
1. What the children say when they: Observations are the key to effective planning
and Assessment for Learning and it is essential to
• access the activities planned for the various take time to plan for them. Adults need to adopt
Areas of Learning; a flexible approach to observations which allows
for the unpredictable reactions of the children
• spontaneously interact with their peers;
to the activities offered and which provide some
• are involved in dialogue and discussion of the most detailed insights into the child as
with adults and peers (including asking and an individual. So, the most effective methods
answering questions); and of observation provide opportunities for the
adult to record both planned and spontaneous
• interact with each other during all aspects observations.
of play (indoors and outdoors), story time,
‘show and tell’ and other activities.
14
Understanding the Foundation Stage
15